Formação e prática docentes: concepções de docentes a respeito da abordagem Ciência, Tecnologia e Sociedade (CTS) em um curso de Licenciatura em Química

Abstract

Over time, the teaching of Natural Sciences and their technologies undergoes a constant and dynamic transformation process, favoring the emergence of new perspectives and challenges. It is observed that scientific and technological advances reinforce the number of strategies and methodologies that promote a better teaching-learning process, leading teachers to seek knowledge of new technologies, rediscovering and reconstructing knowledge to overcome the challenges of traditional teaching (Chassot, 2003). Based on this understanding, this study aimed to analyze teachers' conceptions regarding the Science, Technology, and Society (STS) approach in a Chemistry Degree course. To this end, a qualitative, exploratory research was conducted, using a mixed electronic questionnaire. Based on the ideas of Auler (2007), Chrispino (2017), Acevedo, Vázquez, and Manassero (2003), and Egevardt et al. (2021), we analyzed the data found, which revealed that the implementation of STS in Chemistry teaching faces various challenges, requiring reflective action on the teaching-learning process. To promote quality scientific and technological education, teachers need to overcome a traditional view of Natural Sciences and their technologies, enabling a broader and more critical understanding of how Chemistry relates to society. However, for this to happen, the inclusion of STS Education in Chemistry curricula and investment in teacher training are necessary.